News Media Tips for Educators

Media relations primerA quick Google search of “Public Relations” (PR) would yield numerous definitions. At its core,

PR is simply a management function of communication between an entity and its stakeholders

with the end goal of maintaining a favorable public image. PR tactics may include print and

email newsletters, promotional videos, Marcom (e.g., brochures, fliers and related marketing

communications tools), websites and speeches. Perhaps more than anything else though,

good media relations is the linchpin to effective public relations.

Like it or not, traditional media outlets like newspapers and TV newscasts — and more and

more these days — “new media” outlets like blogs and social media define much of how

we perceive the world around us. Traditional and new media helps set the agenda for what

we think and talk about. Therefore, these outlets are essential vehicles to help schools

communicate their messages and share their stories to stakeholders: parents, students,

community members and legislators.

Allows a district/school to share its

stories to the masses at NO COST.

Stimulates awareness of and keeps

your school/district and its programs

top-of-mind with stakeholders.

News coverage is seven times more

credible than advertising, studies

show.

Reputation management (i.e., helps

mitigate negative perceptions).

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The benefits of maintaining a good working relationship between your school/district

and the local media are many. Some of these benefits include:

What is news? Defining news may seem like a simple

task. News is what happens. News is what

people are talking about. News is new or a

current issue. Choosing what is considered

newsworthy is oftentimes more difficult.

Reporters and editors choose stories from the

flood of information and events happening every day. These stories are selected with five primary

criteria in mind: importance/impact, timeliness, prominence, uniqueness and human interest.

Importance/Impact

The importance of a story and its impact in the local community are closely related. Stories

affecting a large number of people will have the most impact on readers’ lives. The importance

of a story is what makes it news.

Timeliness

If something happened yesterday it probably isn’t news. The media is generally focused on

telling about today’s events or what is going to happen tomorrow.

Prominence

It matters who you are. Famous people and high profile community members will get more

coverage just because of their status.

Uniqueness

Uniqueness is something that makes a news story one-of-a-kind. Being recognized as the

first or only school/district to offer a new academic program within the region, state, nation or

world is an example of a unique story.

Human Interest

Human interest is a news story that details a first-hand account of people’s experiences and

feelings. This type of story is meant to evoke emotions. These are oftentimes called

“feel good” stories.

Understanding the media

Deadlines

The media generally works under extremely tight deadlines, usually turning stories around in a

matter of hours or even minutes. It is not uncommon for reporters to contact you and want to

arrange an interview the same day a story is due. Do not panic if such a media request occurs.

Always ask what the reporter’s deadline is. Your respect for their deadlines will leave a lasting

impression.

“Hard” vs. “Soft” News

News gathering agencies give more time and space to “hard” news topics such as politics,

crime, finance, education, health and environmental issues, as opposed to “soft” news topics

such as fundraising events, grant announcements and recognitions. “Hard” news is either

timely (by tomorrow it will be old news), controversial or both. However, “hard” news is not

necessarily bad or negative news. Reporters and assignment editors are often looking for

“soft” news stories to provide balance to news coverage especially at times when “hard” news

is scarce, for example, during holiday seasons. This is a good time to promote an exceptional

event, program or student.

Background Materials

Generally, members of the media are interested in background materials, particularly on topics

that are complex. You may offer to provide further topic explanation if necessary. Providing

copies of background material for the reporter following the interview is highly recommended.

Simple Messages

Reporters are not education experts, nor are their audiences. Therefore, it is important to keep

messages simple and concise. Avoid using hard-to-comprehend words or phrases for both the

reporter and audience.

Consistency

Each media outlet is very

competitive and, if possible,

would generally like to be

the first to report on a story.

During a series of media

interviews highlighting the

same topic, it is important to

provide each reporter with

identical information.

They’re Not Out To Get Us

Reporters are not looking

for the negative. They are,

however, trained to not

merely accept what officials

tell them, but to substantiate

their information. Reporters

are not concerned with

placing schools in an

unfavorable light. Rather, a

good reporter attempts to

present many sides of any

issue. If you do not respond, the only materials they have belong to the opposing side.

Localizing A Story

It isn’t uncommon for TV, newspaper or radio reporters to want to “localize” a story that

has made news in another part of California or beyond. For example, after the Sandy Hook

Elementary tragedy, the local media was abuzz with stories about how local schools were

prepared for such events.

Op-eds bring local, national and world events into perspective for newspaper readers. Op-eds are a great way for educators to offer a recommendation or solution to a controversy or problem.

Preparing for an interviewDeadline

Ask the reporter when his or her deadline is. Remember, for radio or TV, deadlines are often

within a matter of hours; deadline for print can range from hours to days. Meeting a reporter’s

deadline is key to maintaining a good relationship - and assuring that your story is told.

For TV, the majority of daytime news-gathering takes place from about 9 a.m. to 2:30 p.m. so

stories may be completed for the 5 p.m. newscasts. The Bakersfield Californian typically likes

to have interviews done no later than 4 p.m. for the next day’s paper.

Understand the Topic

Before the interview, ask what the

story is about and what exactly

the interviewer wants to discuss.

Develop a good understanding of

your interview topic. Then, take time

to prepare 3 to 5 key points worth

emphasizing during the interview. If

the topic is controversial, think about

the most difficult questions you

might be asked and prepare some

answers.

Background Materials

Have background materials (facts or statistics) available for members of the media, particularly

for complex topics. Reporters will appreciate the additional information when writing their

stories. If time permits, offer to email background materials in advance.

Delivering Your Message

Be sure to practice delivering your message in a clear and concise manner. Short answers

provide better sound bites for radio and television and better quotes for print. Remember to

emphasize your key points and reinforce them with examples. Review your talking points just

before the interview or consider asking a colleague to discuss the topic with you to help you

warm up and focus your answers.

Confidence and Composure

Practice your confidence and composure.

An interview is your chance to tell the

public something interesting about your

school district or program. Your energy

and enthusiasm about the subject will

capture the reporter’s interest.

Location

Locations can vary depending on the

topic. An office setting provides for a

more intimate atmosphere. In many

cases, doing the interview “on location”

is best, as the reporter can “see” the topic in action. Conducting the interview outside on a nice

day can also be a consideration. In any instance, make sure the area is free from clutter.

Dressing the part . . . In your interview, you want people focused on your face and message, not your clothing.

As a general rule of thumb, your clothing and accessories should be simple and understated.

Dress to the occasion (e.g., if you’re talking about something serious, dress professional. If

you’re talking about something fun, dressing down is fine).

Colors / Patterns

Blues, grays, browns and pastels are camera friendly. Avoid solid white, black, and red. Also,

steer clear of fine patterns such as herringbone, plaids, stripes, polka dots and checkers. On

camera, these patterns can dance and shimmer in a distracting manner.

Accessories

Keep accessories simple and avoid anything dangling, shiny or that makes noise (e.g., beeping

watches or clanging bracelets).

Eye Wear

Always remove sunglasses during an on-camera interview. Remove prescription eye glasses if

you are comfortable without them.

Jot down 3 to 5 key talking points worth emphasizing during the interview. If the topic is controversial, think about the most difficult questions you might be asked and prepare some answers.

Relax and Breathe

It’s normal to be nervous. Remember, an

interview is really just a conversation with

another individual. Just be yourself. Relax,

breathe and smile when appropriate.

Body Language

Body language can be stronger than a

thousand words. For television, try to be

somewhat animated and enthusiastic in

your responses, while using your hands to

gesture. Also look at the reporter or camera

person while being interviewed, not the

camera.

It’s OK Not to Have an Answer

If you don’t know the answer to something, say so. Ask the reporter if time allows, “Can I get

back to you with that information?” Never speculate.

Be a Good Listener

Remember to always be a good listener. How well you listen to questions is as important as

how well you answer them.

Never hesitate in asking the

reporter to repeat a question.

Nothing is “Off the Record”

No matter how informal the

setting, reporters will take

for granted that everything

said to them is on the record

and quotable. If you do not

want people to know about

something, do not say it.

During an interview

Brevity is key — provide short,

but complete answers. Be sure

to get to the point quickly;

short statements of 10 seconds

or less are preferred as they

allow for easier editing for TV

and radio. And, pause between

your thoughts.

Take two

Most interviews intended for TV and radio

are taped. Therefore, there is no harm in

asking a reporter to re-record an answer

if you’re original delivery doesn’t go as

hoped. Remember, the reporter wants

good sound bites to edit, so he or she will

oblige if you ask for a “re-do.”

Show compassion

Show empathy and concern when it’s

appropriate. This is especially relevant

during times of emergency or a crisis

when someone’s life has been negatively

affected by a situation.

The objective of any interview is to answer the reporter’s questions, but also to ensure that

you talk about your key messages. If the reporter asks an innocent enough question, answer

it. But if it’s a really tough question, answer in as few words as possible — “yes” or “no” or

“perhaps” then bridge to your key message using a bridging statement. Examples of this are

“We find the more important issue is...,” “I think it would be more accurate to say...,” “Let me

emphasize that....,” “Before we move on, I might add....,” or “It is also important to remember...”

Here’s an example of bridging to your key talking points:

Question: “Isn’t it true that the accident could have been avoided?”

Answer: “I would rather not speculate. What matters most in this situation is that we are using

every possible measure to determine what went wrong and will put steps in place to ensure

that it never happens again.”

Be in control by using bridging statements . . .

Never respond with “No comment.” A reporter will assume you are trying to hide something and probe deeper into the subject. If you cannot respond, give a reason — for instance: propriety or pending investigation.

Media access to schools

According to California law, school officials may restrict media access to school campuses

in the same manner as access by the general public. While no state laws bar the media from

school grounds outright, individual school districts may adopt regulations limiting access

to school property. In June 1996, the California Attorney General’s office issued an advisory

opinion giving school administrators the authority to deny media access to school grounds if

their presence “would interfere with peaceful conduct of the activities of the school.”

(A.G. Op. No. 95-509)

Following are some general guidelines to consider relative to media and school sites:

1. Always require reporters to sign in at the front office upon arrival at a campus and to wear

a badge so that others on the site can immediately identify them as such. Be sure a staff

member accompanies the reporter while on the school campus. A reporter may be denied

admission to a classroom in session if it would interrupt student learning.

2. Schools can prohibit student interviews that would disrupt educational activities.

3. Districts cannot require prior parental permission for kids to speak to the media, since they

have a constitutional right to free speech. Although, parents can instruct their child not to

communicate with the media as a matter of parental discretion on or off school property.

4. Teachers and staff have First Amendment

Free Speech rights, but an administrator can

require that staff be interviewed outside of

the educational day and on that individual’s

own time.

5. The media has the right to cover school

events held off-campus that are open

to the public, and does not need parent

or school staff permission to interview,

photograph or take video of students

participating in such events.

Media access to records

All official reports and surveys are public records – this includes yearbooks, contracts and

salary information, including that of the superintendent and administrators. You may not

withhold such information when it is requested.

1. The general public, including the media, has access to public records under the California

Public Records Act. An agency has 10 days to determine if a request seeks public records and

to notify the requesting party as to whether the agency will produce the requested documents,

or needs more time.

2. Confidential student and staff information, including student and staff records, cumulative

files and special education files, is protected from disclosure by the above acts and the

Education Code.

3. Student records and special education files may not be

disclosed to the media without written parental consent

or by court order. (Education Code Section 49061)

4. Directory information may be disclosed to the media.

Directory information is defined in CA Education Code

49061 and district policies. Also, remember that emails,

faxes and yearbooks can be public information.

Photography releases

Promotional photos and/or video footage taken by

district staff adds significantly to the communication

value of district and school publications, websites and

other marketing materials. Many schools require a signed

waiver from parents/guardians to be on file before a

student can be photographed or video taped by school/

district staff; others consider permission to be the

absence of an opt-out form. Whatever the case, districts

should have clear policies and procedures in place.

Crisis communicationCommunicating with the public is critical during and immediately following an incident. While

this can be done using several methods — automated mass notification systems, school/

district website, etc. — the media also plays an important role in a crisis situation. Some

hazards like extreme heat offer some warning, but others like earthquakes, chemical spills

or man-made hazards may occur without notice. Following are some things to consider in

preparation for communicating well through the media in times of crisis.

One Voice

Designate a school/district official who will serve as the primary spokesperson or

representative to deliver information to the news media. If your district does not have a

dedicated public information officer (PIO), most often the spokesperson should be the district

superintendent. Ensure people who are tasked with talking with the media are properly trained.

Joint Information Center (JIC)

Establish a Joint Information Center (JIC). The JIC serves as the hub of information sharing and

dissemination. Representatives from any of the responding agencies (e.g., law enforcement,

fire, mental health) will work with school official to ensure that accurate and timely information

is released and that all media representatives get the same information at the same time.

Media Staging Area

Set aside a dedicated area for media to

do their work as close to the scene as is

practical. With media in one place, it is

easier and safer for school officials and first

responders to control the situation. The

identified spot should be large enough to

accommodate video and audio equipment

as well as TV microwave trucks.

Reporters will report on the crisis

with or without the cooperation of

school officials. It’s in the school’s

interest, and the interest of th

e

parents and the community, to

cooperate with the news media.

This cooperation will ensure that

the reports are accurate and

complete.

Be ready by having a crisis communications plan prepared in advance . . .

Crisis Communication - Checklist

Pre-incident During an incident

Assess the situation; gather the facts.

Direct media to your site’s predetermined media staging / briefing area.

Work with responding agencies’ PIOs to establish a JIC and coordinate responses to the media.

Activate your school’s Alert Notification System as soon as possible to keep parents in the know.

Provide timely and regular updates to the media using other predetermined communications methods (e.g., social media / website).

Control rumors by getting accurate information out as soon as it is verified.

Monitor social media and control rumors as necessary by correcting inaccuracies as necessary.

Have someone knowledgeable about the incident staffing the phones so there are consistent messages being delivered.

Risk assessment: Identify top threats and any vulnerabilities.

Draft generic talking points and news release templates for various situations so you have a foundation from which to work from.

Identify a school/district spokesperson and supporting staff and define their roles (e.g., Who will speak to the media? Who will initiate an alert using the mass notification systems).

Provide training for communication representatives.

Develop and regularly update an Emergency Contact List of key personnel.

Set up an Alert Notification System capable of multiple means of communication to employees and parents. Test twice a year.

Identify other means of communication (e.g., website updates, social media, phone trees, etc.) and ensure proper logistics are in place to utilize these methods on the fly.

Ensure you have an updated media contact list.

Establish one or two potential media staging / briefing areas at each school site.

Establish one or two potential parent collection points / re-unification areas.

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